At Coppice Valley, we pride ourselves on our progressive approaches to school improvement and staff development training. We use national and international educational research and evidence to inform our choices. In so doing, we can remain objective about choosing the best approaches, practices and policies for our pupils.
Developing teacher effectiveness is the purpose of staff training. The UK's Standards for Teachers' Professional Development cites that for training to be effective it must be sustained, collaborative, have teacher buy-in, be subject specific, draw on external expertise and be practice-based. Research since the standards were released has questioned the relevance of any of these aspects when an essential factor in teacher training is omitted; habit formation. For example, a teacher can attend an inspirational course but then go back to old habits in the classroom. Breaking old habits and taking on new changes is hard work. Fletcher-Wood and Sims research (TES, 21.09.18) into teacher development, stated that's the most effective programmes in schools build in "instructional coaching" - frequent, individual, targeted guidance on small steps to improve. Coaching in this way helps to break habits and build new behaviours.
Our leadership model incorporates this coaching model to staff development. The deputy head supports staff in and out of the classroom, over a sustained period of time, to develop new teaching and learning behaviours. These are chosen because they link to our school improvement priorities or are personalised to enhance the needs of individual teachers.